Weekly graphic. [volume] (Kirksville, Adair Co., Missouri) 1880-1949, 1887-10-21
Educational Department.
Manner OF Questioning.

Many teachers are not able to ques-
ton q class as to lead TO desired con-
clusion, because they attempt 1t in
haphaznrd way, without any definite
plan, and are driven here and there by
the answers given. The chances are
that such questioning viii not be salts
factory to pupils or teachers; and in
little time they will get back to the old
way of simply telling q class what they
wish them to know. without any at
tempt at development work. The fol-
lowing general directions for question:
ing may be of advantage to those who
have not been successful in developing
new principles from a class by question
ing.
1. Questions ehould he logical; that
is, in series of questions the first
should begin with something the pupils
already know, and each should be
based on the answer of the preceding.
These questions should be simple; put
in language adapted to the capacity of
the class; as brief as possible, and be
clear and to the point; definite, and
complete in themselves.
2. AS far as possible avoid direct
questions, as in them the thinking is
done by the one who asks the ques-
finn incfnoI nf Ixr-f rrha
Avoid questions which permit monosyl-
Liable answers, and particularly shun
those in which choice between two or
more answers is offered.
3. If possible, use the answer that
the class gives, although it may not be
the one you expected or wished. If it
contains the thought, do not insist on
any particular form of expression.
4. The question should not in any
way indicate the answer. This may be
implied by giving word, words, or
idea, of the answer in question; by en-
phasis, expression of countenance, tone
OF voice, or infections; and by putting
the opposite idea in the question, thus
indicating the answer.
8. Avoid using set form of questioor
as the children will soon see that your
questioning is merely machine pro-
cess, and will Immediately lose interest
in what you are trying to do.
G. If the class cannot answer ques-
ion you ask, do not repeat the ques-
ton, but put it in some other FORM as the
probability is they do not understand
it, and a repetition would be useless.
Z. In questioning for new work be
careful not to use too general or indefi-
mite questions, as they always bewild-
er. Such questions are allowable only
in review, and when you wish q pupil
to tell you all he knows about a SUBJ
ject.
s. Ask your questions a part of the
time of the whole class. but many OF
them of individuals, so that by mix
ture of the two methods You may keep
all interested and make all feel that
they are responsible, and that each one
is liable to be called upon at any NOM
ent for an answer. This obliges all 20
follow the questioning constantly.
8. Do not take time to question for a
name or term, but as soon as you see
the class have the idea,i none of them
happen to know the name or term you
wish, give it at once. Be careful in US
ing illustrations, that they be natural
and consistent. We remember teach
er who obtained from his class by ques-
tioning an idea of pitch in music, and,
when no one gave the name, pitch, with
the insane idea that he must develop
everything. went on as follows: @.
What do you call the sticky substance
you find on the end of newly-cu pine
log? A. Pitch. Q. Then what do we
call this in music? A. Pitch.
10. Finally, ask your questions rap
idly, as soon as the answers are given,
SO that there may be no letting down OF
interest in the class; for if this is brok-
en- up by any hesitancy on the part OF
the teacher in asking the questions, il
will be q hard matter to awaken it
again. The minds of children act much
more rapidly than We generally sup
pose, and they are quick to see thing
if it is skillfully put. To those who are
not accustomed to bring out new work
by questioning, We would say, do not
be discouraged by your want of sue
cess at first, as the advantage skilful
questioning will be to you will repay
you for all your thought and labor in
acquiring this power.-ES.